Manny+Oliverez+LMF

**My 5 Generalizations:**
As a teacher, I often heard that it was best to “challenge my students” in order to keep them engaged. These videos appear to validate that suggestion. Of the 163 entries, 131 described the content as at least moderately challenging, with 71 of those 131 labeling their learning experience as “very challenging.” A strong initial challenge resulted in Bob from CA feeling an extra sense of personal satisfaction as he eventually mastered a new classical piece on the piano. And Jon described his 160-mile bike ride to Yosemite as significantly more rewarding because he had accomplished something “that had seemed impossible.”
 * 1) Everyone enjoys a challenge.**

The male participants of this study where more likely to enjoy learning alone**.** Almost 20 percent of the men (14 out of 72) described a self directed learning experience, compared to less than six percent (5 out of 89) of the woman participates. When Andrew was learning how to drive a stick shift, he appreciated the fact that he could learn at his own pace without anyone else pressuring him or commenting on his mistakes. Mundo also sited being able to set his own “pace” as a reason why he enjoyed his self-directed projects in his video production program.
 * 2) Leave the men alone**

As an instructor, it’s always important to be enthusiastic about what you are teaching. But if you’re running a class where you plan to be in direct control of the learning environment for the majority of the time, then enthusiasm is doubly important. Out of the 29 participants who described an experience where the teacher was in direct control of the environment for at least 80 percent of the time, 21 of those participants described the teacher as highly enthusiastic. Out of the 163 entries, only 8 characterized their teacher as having low enthusiasm, with most of those coming from participants describing self-directed learning experiences (thus naturally low teacher involvement to begin with). Christina80 talked about a “boot camp” exercise class and the high level of enthusiasm displayed by the instructor. Group exercise classes are difficult enough, but can you imagine trying to get through which was being led by an unenthusiastic, unmotivating instructor?
 * 3) If the teacher is going to be in direct control of the learning environment more than 80% of the time, they better be one enthusiastic teacher.**

Sixty-eight participants of the LMF study described a learning experience where the teacher required the learner’s attention 60% of the time or more. Of this sixty-eight, seventy one percent described a teacher that injected at least some amount of humor into the lesson. A little humor seems to go a long way in keeping your audience motivated and engaged. Anna’s world history class teacher kept the class interested with his dynamic and funny personality (did he //really// have an African wife in Nigeria????) Fina’s Portuguese teacher conducted a class consisting of nothing but direct instruction, but his sense of humor kept the entire class engaged and actively involved.
 * 4) If the teacher is going to require the learner’s direct attention for a majority of the time, then it would be smart to learn a few jokes.**

Fifty-three participants where over the age of 30 when their learning experience occurred. Of those 53, only five described an experience where the competition level was “high” – less than 10%. Now compare those numbers with the learners under 30. Of the younger learners, 26 sited “high” competition as an element in their fun and motivating learning experience. That’s nearly 25 percent. And while competition is clearly more important in younger learners, the data does not suggest that it is absolutely essential. Competition also seemed to be less important when the subject matter was career related. Only 6 of the 33 "high competition" responses came from this category.
 * 5) Competition, as a motivating factor, decreases with age.**